An Advanced Mathematics Program for Middle School Teachers

The Conference Board of the Mathematical Sciences (CBMS), National Council of Teachers of Mathematics, and other organizations recommend twenty-one credits of mathematics coursework for prospective middle school teachers, beginning with a foundation based on mathematics for the elementary school curriculum, and followed by advanced courses directly addressing middle school mathematics. Three simultaneous factors—the emergence of the Interdisciplinary Liberal Studies Program at James Madison University, the release of CBMS guidelines, and a statewide focus on a critical shortage of qualified middle school teachers—provided an immediate audience for new upper-division courses built around the guidelines in probability/statistics, algebra, geometry, and calculus/analysis. We will discuss our experience with course planning and adaptation of other programs

Lessons from a Lawyer’s Life

The author, scholar-in-residence at Pace Law School, received the 2013 ABA Award for Distinguished Achievement in Environmental Law and Policy. A pioneer in the early years of environmental protection, she expands in this space on her remarks in accepting the honor, drawing insights for today’s environmental professionals

Environmental Law Confronts the New Industrial Revolution

This issue of the Pace Environmental Law Review presents a set of articles to shed new light on those questions in the case of the products of nanotechnology. For comparison, the issue also includes an article on the regulation of genetically modified organisms in agriculture in the United States and Brazil, an early effort to govern the risks of a major new technology

Promotion and Non-Promotion in the Elementary School

The purpose of this study was to find out the facts concerning pupil promotion and non-promotion in the elementary school and to make recommendations to public schools which might enable pupils to progress through school in a more orderly manner

The Closing Space Challenge: How Are Funders Responding?

As restrictions on foreign funding for civil society continue to multiply around the world, Western public and private funders committed to supporting civil society development are diversifying and deepening their responses. Yet, as a result of continued internal divisions in outlook and approach, the international aid community is still struggling to define broader, collective approaches that match the depth and breadth of the problem. This paper seeks to answer the question: how is the assistance community responding to what a growing array of aid practitioners now see as a major threat to Western support for civil society development in many parts of the world?  It looks at how Western funders are responding, examining changes they are making in how they operate and what they do to support civil society abroad, as well as actions they are taking to try to limit specific closing space measures